RAFFLES GIRLS’ PRIMARY presents AESTHETICS CURRICULUM BRIEFING
Agenda • Mission • Approach • Skills • Special Programmes • Assessment
Our Objective: • To nurture confidence and creativity in our pupils through a holistic learning experience in the arts
Guiding Philosophy: • To inculcate a love for the arts from young through exposure and experience of different art forms
Core Pedagogy (Music) • Concept approach, whereby units of learning are designed based on music elements/concepts (e.g. rhythm, texture) via the core pedagogy of KEA techniques: • K: Kinesthetic (Movement) • E: Ensemble (Playing and creating music together) • A: Aural (Listening)
Skills Focus from P1-P6 (Music) Sing and Play Melodic and Rhythmic Instruments individually and in groups Sing a variety of songs with a sense of the shape of the melody, keeping to a steady pulse sing in unison sing up to 4 part canons use solfege names and handsigns (for lower primary) sing in two parts Play a variety of tuned and untuned percussion instruments with proper playing and holding techniques play individually play in unison play in sections (up to four parts) accompany singing where appropriate Play a tuned instrument (recorder) which requires different techniques from tuned percussion play individually play in unison Read staff and cipher notation
Create and improvise music Explore the ways sounds are organised through manipulating, experimenting and putting it together: create sound effects with untuned instruments, body percussion and voice • (e.g. experimenting with different objects and different surfaces, ways of beating, intensity of strength) create sounds and select sound sources in response to a story, descriptive • words and visuals use graphic notation to represent sound • Explore the ways sounds/music elements can be combined to create different effects and moods: use a variety of instruments (including voice and electronic gadgets like the • ipad) for different effects create different sounds to enhance effects in stories and visuals • improvise 2-beat rhythmic and melodic phrases and patterns • create different textures and structures • • use staff notation to represent sound
Describe and evaluate music through listening Respond to amd describe different moods suggested in the music heard through body movements (e.g. marching, skipping) and visual representations describe the mood of the music heard • identify selected percussion, string, woodwind and brass instruments of • large western ensembles visually and aurally • evaluate music performance (e.g. student’s own performance) Develop understanding of music elements/concepts Identify basic music elements/concepts (e.g. staccato, legato, pitch, tempo, time signatures, dynamics, note values) Distinguish contrasts in music (e.g. quick/slow, high/low, thick/thin, long/short, loud/soft) Identify similar and different rhythmic and melodic patterns Identify simple structures (e.g. binary, ternary) Identify the relationship in rhythmic and melodic patterns (e.g. repetition, sequence
Discern and understand from various vultures and of various genres Distinguish music of Asian and Western cultures Appreciate music in different art forms Understand the role of music in daily living Recognise and talk about how music is featured in daily living: advertisements • cartoon • computer games • community and home events • festive and cultural events • Describe the role of music in dance and theatrical art forms like musicals, wayang kulit etc
Level Music Programme P1/P2 Music Across Cultures P3 Choral singing P4 Choral singing, ipad Garage Band, recorder elementary P5 Ukulele, recorder intermediate P6 Recorder advanced, social dance
Music Holistic Assessment • Formative Assessment (teacher questioning or student demonstration • Summative assessment (At least once termly) • Combination of bite-sized performance tasks, projects and paper tests, self-evaluation etc… • Graded once every semester (A, B, C)
Example of Self Assessment Music Rubrics for Project 2: Modification of note values Teacher’s name: _________________________ Student’s name: ___________________________ P3( ) Index no: ( ) Parent’s signature: ______________________ S/N Description Agree Disagree Remarks 1) I understand what an anacrusis is. 2) I know the difference between an anacrusis and a non-anacrusis rhythm. 3) I am able to clap an anacrusis rhythm. 4) I understand the note value of a dotted crotchet and quaver. 5) I understand the note value of a dotted quaver and semiquaver. 6) I know how to make use of dynamics in a song. 7) I know what a repeat sign is. 8) I know what the meaning of tempo is. 9) I know how to make use of percussion instruments to create an ostinato rhythm. 10) I enjoy working with my group mates. 11) I have learnt how to work together in a team to make music.
Core Pedagogy (Art) • Seeing Exposing to different elements and practise using these elements in art (e.g. lines/dots/colours) • Expressing Able to talk about their art work (as well as their peers) • Appreciation Critique of art work (self, peers and others)
Skills Focus (Art) Criteria for P1 Skills indicators to identify elements of art/principles of Observation of visual qualities design in a picture - dot - line - shape - form - texture - colour Use of elements of art and principles of to use the elements of art to create design patterns and ideas (2D and 3D artwork) Use of media and materials to be able to use crayons, colour pencils, poster paints, plasticine and computer software Use of art vocabulary to articulate artwork using basic art vocabulary
Criteria for P2 Skills indicators to identify elements of art / principles of Observation of visual qualities design in a picture - form - texture - colour - pattern/repetition - movement - variation to use the elements of art to create Use of elements of art and principles of patterns and ideas (2D and 3D artwork) design to be able to use crayons, colour pencils, Use of media and materials poster paints, markers, plasticine and software to articulate artwork using basic art Use of art vocabulary vocabulary
Criteria for P3 Skills indicators to identify elements of art / principles of Observation of visual qualities design in a picture - texture - pattern/repetition - movement - variation - space - tone to use the elements of art to create 2D Use of elements of art and principles of and 3D artwork design to be able to use crayons, colour pencils, Use of media and materials poster paints, markers, water colours, acrylic paints, paper masks, Chinese ink and scrap materials to articulate artwork using appropriate Use of art vocabulary art vocabulary
Criteria for P4 Skills indicators to identify elements of art / principles of Observation of visual qualities design in a picture - pattern/repetition - movement - variation - space - tone - scale - contrast to use the elements of art to create 2D Use of elements of art and principles of and 3D artwork design to be able to use crayons, colour pencils, Use of media and materials poster paints, markers, water colours, acrylic paints, paper masks and scrap materials to articulate artwork using appropriate Use of art vocabulary art vocabulary
Criteria for P5 Skills indicators to identify elements of art / principles of Observation of visual qualities design in a picture - movement - variation - space - tone - scale - contrast - balance to use the elements of art to create 2D Use of elements of art and principles of and 3D artwork design to be able to use crayons, soft pastels, Use of media and materials poster paints, markers, water colours, acrylic paints, paper, dye, glass paints and scrap materials to articulate artwork using wide range of Use of art vocabulary art vocabulary
Criteria for P6 Skills indicators to identify elements of art / principles of Observation of visual qualities design in a picture - movement - variation - space - tone - scale - contrast - balance - proportion - harmony to use the elements of art to create 2D Use of elements of art and principles of and 3D artwork design to be able to use crayons, soft pastels, Use of media and materials poster paints, markers, water colours, acrylic paints, paper, dye, glass paints and scrap materials to articulate artwork using wide range of Use of art vocabulary art vocabulary
Level Art Programme P1 Famous Artists (Picasso), Enrichment workshop, Contact Time Art P2 Famous Artists (Seurat), Enrichment workshop, Contact Time Art P3 Famous Artists (Paul Klee), Chinese mask painting, Enrichment workshop P4 Famous Artists (Georgette Chen), ceramics (elementary), mixed media collage, paper collage P5 Famous Artists (Monet), ceramics (intermediate), Doll Making Mache P6 Famous Artists (Andy Warhol), ceramics (advanced), printmaking
Portfolio assessment for Art • Each art work is graded according to holistic rubrics • Final grade is taken as a portfolio average of all art work in the semester • Important to keep all art work in folder/art bag • Please DO NOT THROW AWAY your art work
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